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The purpose of this paper is to lay out the data competence maturity model (DCMM) and discuss how the application of the model can serve as a foundation for a measured and deliberate use of data in secondary education.

Although the model is new, its implications, and its application are derived from key findings and best practices from the software development, data analytics and secondary education performance literature. These principles can guide educators to better manage student and operational outcomes. This work builds and applies the DCMM model to secondary education.

The conceptual model reveals significant opportunities to improve data-driven decision making in schools and local education agencies (LEAs). Moving past the first and second stages of the data competency maturity model should allow educators to better incorporate data into the regular decision-making process.

Moving up the DCMM to better integrate data into their decision-making process has the potential to produce profound improvements for schools and LEAs. Data science is about making better decisions. Understanding the path laid out in the DCMM to helping an organization move to a more mature data-driven decision-making process will help improve both student and operational outcomes.

This paper brings a new concept, the DCMM, to the educational literature and discusses how these principles can be applied to improve decision making by integrating them into their decision-making process and trying to help the organization mature within this framework.

Conventional quantitative research in the social sciences today is largely based on an understanding of analysis that is antithetical to configurational thinking. To analyze a phenomenon is to break it into its constituent parts and then to examine how the parts fit together, a two-step process. A common way of accomplishing the first step – breaking things into parts – is to conceptualize variables that can be used to characterize differences across cases.¹ In conventional quantitative research the second step – examining how the parts fit together – is accomplished primarily through various forms of cross-case analysis using correlational techniques (e.g., multiple regression). Thus, in conventional quantitative research, assessments of cross-case correlational patterns provide the primary basis for statements about how the parts of cases are connected to each other. Quantitatively oriented researchers studying organizations have produced an abundance of such studies, relating specific aspects of organizations to other aspects based on correlations observed across a set of comparable organizations.

While in everyday practice, school leaders are often involved in social relationships with a variety of stakeholders both within and outside their own schools, studies on school leaders’ networks often focus either on networks within or outside schools. The purpose of this paper is to investigate the extent to which principals occupy similar positions in their school’s network and the larger district network. In addition, the authors examined whether principals’ centrality in both networks can be attributed to demographic characteristics and transformational leadership (TL).

Using social network analysis, correlational and regression analysis, and an advanced social network technique, namely p2 modeling, the authors analyzed data collected among 708 educators in 46 Dutch elementary schools. The authors also offer a visualization of the district social network to explore principals’ relationships with other principals in the district.

Results suggest that principals who occupy a central position in their school’s advice network are also more likely to occupy a central position in their district’s collaborative leadership network. Moreover, TL was found to affect the extent to which principals are central in both networks.

The study is unique as it simultaneously explores principals’ social relationships in schools and the larger district. Moreover, the authors advance the knowledge of TL as a possible mechanism that may shape the pattern of these relationships, thereby connecting two streams of literature that were until now largely disconnected. Limitations to the study warrant further qualitative and longitudinal research on principals’ social relationships in schools, districts, and the larger community.

In the literature of mergers and social justice, equality is regarded as a crucial phenomenon to achieve social integration. This paper is based on the philosophy that during mergers and acquisitions (M&As), the employees who experience the equal distribution of resources, equal respect to each other’s policies and procedures, and fair and respectful interactions, are more likely to have a sense of control and lower social isolation and hence tend to get influenced positively by the M&A process. Thus, the purpose of this paper is to study the relationship between perceived organizational justice and employee feelings of alienation during post-M&As.

A cross-sectional survey research design has been used. This study was undertaken on a sample of 315 employees from five organizations in India. The quantitative data were subjected to univariate and bivariate analysis, while qualitative data were subjected to relational content analysis. Different dimensions of justice were studied in relation to the feelings of alienation using multiple correlational analysis and hierarchical regression analysis.

Multiple correlational analyses revealed significant negative correlation of perceived organizational justice and of all of its dimensions with all the dimensions of alienation. However, the results of the hierarchical regression analysis found interactional justice and distributive justice to be the major predictors of alienation during M&As. Apart from the quantitative analysis, qualitative analysis also revealed interesting insights, unique to the individual organization.

The study has significant value for both MNCs and researchers. This study has strong implications for the multinational corporations that are making inroads into M&As but consistently failing due to employee issues. This study also presents future directions to the researchers to explore more in the area of soft issues of M&As.

This empirical investigation studies the correlates and predictors of employees’ psychological outcomes during mergers and acquisitions (M&As) in the context of India. This study examined the role of different types of training initiatives (awareness training, human capital development training, and cross-cultural training) on building employees feeling of psychological empowerment and thriving. Further, second-order attitudes were studied in the form of employee satisfaction and commitment. A cross-sectional research design was adopted where quantitative and qualitative data were collected to investigate the interplay between the variables. Data were collected on an adapted standardized questionnaire from the employees of a public sector organization (N = 117) which had merged with a software company to deliver its IT services. Descriptive analysis, multiple correlational analysis, and stepwise regression analysis have assisted in exploring the different relationships amongst the variables. This study produces a prescriptive framework for merger success based on the model of growth and thriving (Spreitzer & Porath, 2012). Broadly, the results point towards the facilitative role of training in developing feelings of psychological empowerment, thriving, commitment and satisfaction with the merger, however qualitative data identified significant cultural undercurrents.

Reform efforts increasingly promote collaboration – admonishing principals to include both teachers and parents in democratic decision processes and encouraging teachers to work toward greater collaboration with their colleagues. The hypotheses that the level of collaboration was related to the level of trust was supported in bivariate correlational analyses. There was a significant link between collaboration with the principal and trust in the principal, collaboration with colleagues and trust in colleagues, and collaboration with parents and trust in parents. Canonical correlation reinforced the importance of trust in predicting the overall level of collaboration within a school. Among the set of trust variables, trust in clients was most influential in predicting the set of collaboration variables. Collaboration with parents was the most potent of the collaboration variables in this analysis. These finding argue for the importance of trust in nurturing collaborative relationships.

The purpose of this paper is to examine antecedents and consequences of parental involvement and over-parenting as it relates to college students’ college experiences and workplace expectations.

An online survey was completed by 482 undergraduate college students; the survey contained questions about parenting behaviors, personality and demographic items, and workplace scenarios to which participants responded.

Statistical analyses revealed that over-parenting was more common when college students lived at home and had fewer siblings. Additionally, over-parenting (but not parental involvement) was associated with lower student self-efficacy as well as maladaptive responses to workplace scenarios.

Data are correlational and were collected from students only. Future longitudinal research that includes the parent and employer perspective is needed.

This is one of the first studies to empirically examine the antecedents and outcomes associated with over-parenting. Over-parenting is assessed in relation to college and workplace outcomes.

The study is an attempt to provide empirical elaboration, in the context of business and management education, for the “onion” and cognitive control models of cognitive style. Using a sample of 226 business and management undergraduates the research explored the relationship between cognitive style (measured using the cognitive style index and learning preference. Using principal components analysis, three categories of learning preference were discerned (active, reflective and individual). Correlational analysis and one way analysis of variance revealed statistically significant relationships between preferences for reflective and individual methods and cognitive style. The results provide some support for the “onion” and cognitive control models; the implications for business and management education, training and development are discussed.

This paper aims to develop a short form of the Inventory of Organizational Learning Facilitators (IOLF) by using the same factors as the long form to test the equivalence between two language versions (English and French) and to explore executives’ attitudes toward organizational learning (OL).

The structure of the long-form IOLF is based on five factors found in previous work: knowledge acquisition and transformation; OL culture; learning-focused leadership; OL support; and strategic management of new knowledge and learning. Two surveys of Canadian Federal Government executives assessed their perception of OL facilitators, organizational commitment, cynicism and intention to leave the organization. Correlational pattern analysis, conducted after confirmatory factor analyses, assessed the equivalence of the two language versions.

The short-form IOLF replicated the factor structure of previous work and demonstrated satisfactory internal consistency. Correlations showed equivalence between and across languages. Significant correlations with outcome variables, albeit in a cross-sectional design, supported predictive validity.

This conceptually valid instrument can be adapted to English- and French-speaking populations. It can test hypotheses about the relationship between OL facilitators and individual, collective and organizational outcomes. The findings stem from self-report data in a cross-sectional design and require further research.

The short-form IOLF can quickly identify areas for improvement and monitor the evolution of an organization’s learning abilities.

This quick, efficient tool assesses OL context and can indicate factors likely to influence OL. This study offers empirically driven insights into conditions that influence executives’ attitudes.